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Effective Beliefs and Practices for
Students with Emotional and/or
Behavioral Problems
Clayton R. Cook, PhD
College of Education
University of Washington
Wyoming Department of Education
Leadership Symposium
June 25-26
The Plan
1. Underlying beliefs associated with effective practice
2. Problems with traditional school-based practices
3. RTI, MTSS as a framework to deliver better services for ALL students
4. Continuum of evidence-based behavioral supports
Do We All Agree?
Consensus Building Game
Big Question?
• What skills are babies born with?
• SKILLS MUST BE TAUGHT, MODELED, AND SUPPORTED TO BE AQUIRED & LEARNED!
Are children & adolescents just
miniature adults?
Yes or No?
Does knowing how to be successful in
one setting mean you know how to be
successful in another?
• Would we crack open a beer in church?
• Do we behave the same at work as we do at home with our family?
• Curling anyone?
• Do we agree:
▫ Children who are struggling in school need to receive additional guidance and instruction on those skills that lead to success in school?
What’s educational research say?
Practical Findings from Scientific
Research • Academic and emotional/behavioral problems
are connected (not separate)
▫ Behavior problems cause academic problems
▫ In turn, academic problems cause behavior problems
ACADEMICS
BEHAVIOR & EMOTION
PHYSICAL HEALTH
Practical Findings from Scientific
Research
• Social skills are the best predictor of later academic performance: ▫ Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo
(2000) & Malecki & Elliott (2002) have found that prosocial skills (cooperating, helping, sharing, and consoling) are a better predictor later academic achievement than is earlier academic achievement
▫ School-based emotional and behavioral supports produce significant gains in end-of-the year academic state testing results
Practical Findings from Scientific
Research
• A student’s academic and emotional/behavior problems are more stable than his IQ, if untreated.
▫ If untreated, students will continue to exhibit behavior problems into the secondary grades and beyond (Moffitt, 1998;
Walker, Ramsey, & Gresham, 2004)
“Wait to Fail”
• Withholding services for students until their problems are severe enough to unequivocally warrant services
▫ Wait until
the achievement gap has significantly widened
staff can no longer tolerate the student
student needs are very pronounced
• After services have been delayed, special education is the service
Identification of Students with Learning
Disabilities
Current Landscape of School-Related Behavior
Disorders (2)
• National Trends in the Identification of Students with Behavioral Challenges
• (SED sample)
• (Autism sample)
• Approximately 1% of public school population served as EBD under auspices of IDEA.
• Special Education can never solve problem
▫ (a) costs
▫ (b) legal and bureaucratic barriers
Matthew Effect
5 6 7 8 9 10 11 12 13 14 15 16
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Re
ad
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Ag
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Le
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Chronological Age
Low School
Readiness in
Kindergarten
High School
Readiness in
Kindergarten
5.2 years difference
Practical Findings from Scientific
Research
• All people, including students, are motivated intrinsically and extrinsically
▫ Depending on the academic activity, a person may rely more on intrinsic or extrinsic motivation
▫ Schools that employ a combo of intrinsic & extrinsic strategies are most successful
Practical Findings from Scientific
Research
• Students are responsive to school-based supports, even during the adolescent years & without parental support (Cook et al., 2008)
▫ Teachers can play a vital role in the prevention and remediation of academic and emotional/behavioral disorders (Wagner et al., 2006)
Parental Involvement/ Support
• Can we teach students who come from homes with limited parental support how to read?
• Can we teach students who come from homes with limited parental support behavioral expectations and social-emotional skills?
• If we can’t count on parents, then what other system in society can we count on to teach students social, emotional, and academic skills?
Practical Findings from Scientific
Research
• The Double Whammy
▫ Merriam-Webster Definition a combination of two
forces, circumstances, or effects that saves time, energy, and frustration
• Also known as (AKA)
▫ Killing two birds with one stone Achieving two outcomes
with one action
The Triple Whammy:
Academic and Behavioral Supports
Implementing proactive, prevention-oriented school-based practices
1.Improve students’ academic achievement
2.Improve student behavior and the orderliness and safety of the school environment
3.Prevent students from traveling down a path toward negative life course outcomes (Kratochwill, Albers, & Shernoff, 2004; Wilson & Lipsey, 2007)
Practical Findings from Scientific
Research
• Educators condition certain students to dislike school through their decisions and actions—albeit unintentionally
▫ Classical conditioning is how students develop likes or dislikes for
School and Classical Conditioning
• Pairing school with negative experiences conditions child to have a negative view/feeling about school: ▫ Failure on academic tasks ▫ Punitive interactions w/adults ▫ Boring instruction ▫ Bullying ▫ Overall negative school climate
• Pairing school with pleasurable experiences conditions child to have positive view/feeling about school ▫ Fun, supported, challenging, connected
Brain research & school-based
supports
Neurological basis for emotional
and behavioral support in schools
1. Limbic dominated brain
2. Mirror neurons
3. Myelination
4. Boring induced ADHD
5. Sleep – the 800 lb. Gorilla
6. Temperamental sensitivity
7. Brain changes in response to intervention
Limbically-dominated brain
• Prefrontal cortex is the CEO of the brain, or decision maker, but is often out on vacation
• Limbic system is the undisciplined employee; however, is frequently in charge of decisions
Mirror Neurons • Neurons that fire when another person acts; thus,
the neuron "mirrors" the behavior of the other
• IMPLICATIONS:
▫ Students learn via modeling from educators and peers
▫ Students will treat us how we treat them (if we’re mean-they’re mean; if we’re nice-they’re nice)
Mirror Neurons –
the power of smiling
• Randomized trial looking at performance under smiling versus no smiling conditions:
▫ Those in the smile group perceived the world in a better light: To them, boring material was more interesting,
neutral images looked more positive,
even bland drinks seemed tastier
• PLUS, people who smile more live an average of 7 years longer than those who smile less
Myelination
• Myelin Sheath is a electrical layer that forms around a neuron that helps it fire faster and more smoothly
• Practicing a skill leads to myelination or the development of fluent or automatic firing (i.e., less
cognitive effort needed to perform skill when called upon)
Boring Induced ADHD
• Children, as well as us, don’t pay attention to boring things
• All organisms vigorously avoid boredom (i.e., nothingness) by doing something else
• Invariably there are subjects or lessons that students find boring
Sleep – the 800 lb. Gorilla
• Sleep is important for a variety of neurological functions related to school:
▫ Memory consolidation
▫ Information processing speed
▫ Emotion regulation (i.e., cranky, irritability)
▫ Attention regulation
• IMPLICATIONS
▫ Improve sleep hygiene
▫ Precorrection for sleep-deprived students
Temperamental Sensitivity
• 1 out of every 5 children is born with temperamental sensitivity
▫ Difficulty self-soothing and regulating physiological arousal
• These children are at-risk for developing an emotional disability
▫ Low frustration tolerance
Brain Changes in RTI
• Neural plasticity
▫ Brain can change structurally and functionally as a result of input from environmental interventions
• School-based supports can alter the way students’ brains are structured and function
▫ fMRI studies
Traditional Model of Practice
The Typical Response to Students
with Academic Problems
• Reactive – let the problem develop into a severe discrepancy
• Teacher referral to Student Study Team or Instructional Support Team
▫ Admire the problem
• Use of non-evidence-based instructional tactics
▫ Modality matching/learning styles
• Special education as the intervention
The Typical School Response to
Students with E/BD
• Reactive – address it once it happens
• “Get tough” and “Zero tolerance” policies
• Layer on staff to monitor and supervise
• More attention paid to problem behaviors than positive behaviors
▫ 15/20:1 ratio of negative to positive statements
• Overuse of punitive discipline = Office referral,
suspension, or expulsion
• Ignore, overlook, or neglect internalizers
The Solution: RTI, Multi-Tiered System of Supports
RTI Model • Process of documenting change in performance
as a function of an intervention, and making decisions based on the student’s response
• RTI is the practice of:
▫ Serving ALL students through continuum of care
▫ Proactively identifying students who are at-risk
▫ Matching evidence-based interventions to student need
▫ Frequently monitoring student progress to make decisions with regard to an intervention or goals
▫ Collecting treatment integrity data to make legally sound and valid educational decisions
Response to Intervention
IS A SERVICE DELIVERY FRAMEWORK BASED ON CERTAIN PROCEDURES!!! ▫ Not a measurement system (e.g., CBM-DIBELS or
SWIS)
▫ Not an intervention (e.g., Read180, Check in/Check out)
▫ Not only reserved as a general education process
Does not cease once students are determined eligible for special education
The ‘7 Big Ideas’
1. Multiple tiers of support Refers to the service delivery logic of providing a
graduated sequence of intensifying interventions in order to match services to student need.
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Public Health Model: PREVENTION (e.g., diabetes, smoking, obesity)
• Tertiary (FEW) ▫ Reduce complications,
intensity, severity of current cases (manage
• Secondary (SOME) ▫ Reduce or reverse current
cases
• Primary (ALL) ▫ Prevent cases from
developing in the first place
Public Health Example
Recommendations for all
• Balanced diet (leafy greens, protein)
• Exercise
• Stress management
Targeted/ Intensive
(High-risk students) Individual Interventions
(3-5%)
Selected (SOME At-risk Students)
Small Group &
Individual Strategies
(10-25% of students)
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)
Tier 3 Menu of Individual Supports for a FEW:
• FBA-based Behavior Intervention Plan
• Replacement Behavior Training
• Cognitive Behavior Therapy
• Home and Community Supports
Tier 2 Menu of Default Supports for SOME:
•Behavioral contracting
•Self monitoring
•School-home note
•Mentor-based program
•Class pass intervention
•Positive peer reporting
Tier I Menu of Supports for ALL:
• Schoolwide PBIS
• SEL curriculum
• Good behavior game
• Proactive classroom
management
IN AN IDEAL WORLD:
Menu of a continuum of
evidence-based supports
The ‘7 Big Ideas’
• Multiple tiers of behavior support Refers to the service delivery logic of providing a
graduated sequence of intensifying interventions in order to match services to student need.
• Evidence-based/scientifically validated interventions
Refers to idea that the interventions or supports implemented under an RTI model of behavior are supported by scientific research to improve student social and behavior functioning.
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What Is Evidence-Based?
• Evidence-based knowledge is: ▫ Objective
▫ Rules out alternative explanations
▫ Involves direct measurement
▫ Reliable and valid
▫ Independent replication by investigator who does not have a conflict of interest
• Provides us with confidence
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Irlen Lenses
• “A piece of the puzzle for reading problems, learning difficulties, ADHD, dyslexia, headaches, and other physical symptoms through the use of color.”
“Marijuana causes
improvements in children with
autism.”
“When my child eats the
marijuana brownies, he calms
down, has an appetite, and
makes no noises.”
Drug Abuse Resistance Education
Modality Matching/Learning-Style
The ‘7 Big Ideas’
1. Multiple tiers of behavior support Refers to the service delivery logic of providing a graduated
sequence of intensifying interventions in order to match services to student need.
2. Evidence-based/scientifically validated interventions
Refers to idea that the interventions or supports implemented under an RTI model of behavior are supported by scientific research to improve student social and behavior functioning.
3. Universal, proactive screening Refers to a systematic process of detecting a subset of students
from the entire student population who are struggling behaviorally and are at-risk for experiencing a range of negative short- and long-term outcomes.
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• Scientifically established instrument
• Why wait-to-fail
▫ Would medicine wait for people to die?
E.g., mammogram, cholesterol check, prostrate exam
• Prevention-oriented, proactive procedure
• Evaluate the quality of the Tier 1 services
Why universal screening?
Screening Tools
• Emotional/Behavior
▫ Review360 (Student internalizing behavior screener & Student externalizing behavior screener)
▫ Systematic Screener for Behavioral Disorders (SSBD)
▫ School-wide Information System (SWIS)
‘Big Ideas’ Cont …
4. Progress monitoring ▫ Refers to the of systematically and repeatedly
assessing students’ academic or behavioral performance with easy and quick tools to make decisions while the instruction or intervention is happening Formative evaluation
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Progress Monitoring Examples
• Blood pressure cuff for cardiovascular
• Thermometer to monitor impact of antibiotics
• Scale to monitor the effectiveness of a diet
• Glucose meter to monitor response to insulin pump
‘Big Ideas’ Cont …
4. Progress monitoring ▫ Refers to the practice that is used to assess students’
academic or behavioral performance and evaluate the effectiveness of instruction.
5. Treatment integrity (i.e., fidelity)
▫ Refers to the notion that interventions or supports should be implemented as designed or intended to ensure outcomes and make valid and legally defensible decisions
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Importance of Treatment Integrity
• Poorly implemented interventions compromises effectiveness
• Failure to collect data on treatment integrity leads to invalid decision-making
▫ Why did the student fail to respond
Poor intervention
Or a intervention implemented poorly
• Consistency vs. Accuracy
‘Big Ideas’ Cont …
6. Data-based decision-making ▫ Refers to a critical element of the problem-solving
process that entails consulting student response data in order to make decisions whether to intensify, keep in place, or remove particular interventions or supports.
Data-based Decision-making
1. Intervention is implemented with fidelity
▫ If no, do not make data-based decision
▫ If so, make a data-based decision
2. Data-based decision
▫ Maintain existing supports
▫ Modify existing supports
▫ Lower down a tier
▫ Bump up a tier
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CBM Monitoring Graph
Monitoring: CRW Baseline: CRW Linear (Monitoring: CRW)
Baseline TIER 2
GOA
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Baseline TIER 2
GOAL
‘Big Ideas’ Cont …
6. Data-based decision-making ▫ Refers to a critical element of the problem-solving
process that entails consulting student response data in order to make decisions whether to intensify, keep in place, or remove particular interventions or supports.
7. Problem-solving ▫ Refers to the dynamic and systematic process that
guides the Behavior Support Team’s behavior in (a) identifying the problem, (b) analyzing the problem, (c) developing a plan of action, (d) implementing the plan, and (e) evaluating the outcomes of the plan.
Treatment Responder:
Academics
Reschly RTI
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Weeks
Wo
rds C
orr
ect
Per
Min
ute
Graph Current Status
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Reschly RTI
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Weeks
Wo
rds C
orr
ect
Per
Min
ute
Determine Goal: Class=1.5 wd growth per
week; Egbert Goal: 2 wd growth per week
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
Reschly RTI
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Weeks
Wo
rds C
orr
ect
Per
Min
ute
Monitor Egbert’s Progress Relative to Goal
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
Data-based Decisions
• Maintain existing supports
• Modify existing supports
• Lower down a tier
• Bump up a tier
***Note: All decisions assume that supports were implemented as intended
Reschly RTI
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Weeks
Wo
rds C
orr
ect
Per
Min
ute
Formative Evaluation: Change Intervention
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
Tier II:
Repeated Reading
+ Decoding
Reschly RTI
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Weeks
Wo
rds C
orr
ect
Per
Min
ute
Continue Intervention and Monitor Progress
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
Tier II:
Repeated Reading
+ Decoding
Data-based Decisions
• Maintain existing supports
• Modify existing supports
• Lower down a tier
• Bump up a tier
***Note: All decisions assume that supports were implemented as intended
Reschly RTI
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Weeks
Wo
rds C
orr
ect
Per
Min
ute
Continue Intervention and Monitor Progress
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
Tier II:
Repeated Reading
+ Decoding
Treatment Responder:
Behavior
Demographic Info
• Grade: 3rd grade
• Ethnicity: African-American
• Gender: Male
• IQ: Average range
• Academics: Below grade level in reading and math
• Family history: Low SES, history of domestic violence, single parent household
• Target behavior: Negative social interactions with peers (arguing, name calling, teasing, putting
hands on others)
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Frequency of Negative Social Interactions
Baseline Tier II Self-monitoring
Tier III BSP + SST
School NORM
M = 4.5
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Baseline Tier II Self-monitoring
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School NORM
M = 4.5
M = 2.3
M = 0.8
Data-based Decision • Decisions?
A. Remove supports altogether
B. Modify current supports
C. Drop down a tier
D. Bump up a tier
E. Keep current supports in place
• Does this student appear to have a disability and need more intensive services (two-prong test)?
▫ Why?
• Do we care about treatment integrity?
Treatment Resister:
Behavior
Demographic Info
• Grade: 9th grade
• Ethnicity: Caucasian
• Gender: Male
• IQ: Low average range
• Academics: Below grade level in reading and math
• Family history: Low SES, parented by great grandmother, history of drug abuse
• Target behavior: Disruptive classroom behavior (talking out loud and to self, getting out of seat, noncompliance, instigating peers)
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Tier I Baseline
Tier II Default Classroom
Tier III Function-based BSP plus
Replacement Behavior Training
Local Student Average
Disruptive Behavior Progress Monitoring Data for Non-responder
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Tier I Baseline
Tier II Default Classroom
Tier III Function-based BSP plus
Replacement Behavior Training
Local Student Average
Disruptive Behavior Progress Monitoring Data for Non-responder
M = 13.4
M = 12.4
M = 12.6
Data-based Decision • Decisions?
A. Remove supports altogether
B. Modify current supports
C. Drop down a tier
D. Bump up a tier
E. Keep current supports in place
• Does this student appear to have a disability and need more intensive services (two-prong test)?
▫ Why?
• What other question needs to be addressed?
Full Functioning RTI Model
Universal screening
Special Education
Comprehensive Evaluation:
Two-Prong Test
PART 2
Continuum of Evidence-Based
Practices Clayton R. Cook, PhD
College of Education
University of Washington
Nature of Students with
Emotional and Behavioral Problems
A few things about punitive
discipline………
• Are suppressors of behavior--not an intervention
• Are not associated with improved outcomes (actually the opposite)
• Only work in the face of a positive, engaging environment
• Have negative side-effects (e.g., fight or flight)
• Become the only hammer in the tool kit when one doesn’t have any other tools
Changing Face of America’s Youth
School teachers rate top disciplinary problems
1940 2000
• Talking out of turn
• Chewing gum
• Making noise
• Running in the halls
• Cutting in line
• Dress-code violations
• Littering
• Interpersonal Violence
• Drug abuse
• Alcohol abuse
• Aggression
• Suicide/depression
• Bullying
• Stealing
US News and World Report Basic Data: Congressional Quarter Researcher.
The Landscape of School-Based
Mental Health Problems
Externalizing Problems Internalizing Problems
• Oppositional behaviors
• Conduct problems
• Disruptive behaviors
• Hyperactivity/Impulsivity
• Substance abuse
• Anxiety
• Depression
• Trauma
• Substance abuse
Normal to Impairing
Happy/excited Manic/grandiosity Sad/bummed out Depressed/Suicidal Angry/upset Violent/property destruction
Sobering Statistics
• Students with EBD:
▫ 1-5% account for over 50% of office discipline referrals in a given school
▫ Have an avg. GPA of 1.4
▫ Absent an avg. of 18 days of school per year
▫ Majority report feeling disconnected from school
▫ 50% arrested within 1 year of school ending
Special Education Elementary Longitudinal Study (SEELS, 2003) and National Longitudinal Transition Study of Special Education Students (NLTS, 1995; 2005)
Sobering Statistics
• Students with internalizing behavior disorders:
▫ 58% dropout of school
Of those that dropout, 73% are arrested within 2 years
▫ 68% are unemployed up to 5 years after school
▫ 5x more likely to have substance abuse problems than other student
▫ Significant deficits in academic, social, and emotional functioning
Special Education Elementary Longitudinal Study (SEELS, 2003) and National Longitudinal Transition Study of Special Education Students (NLTS, 1995; 2005)
Behavior and Academic Problems
Punitive Discipline and Negative Experiences in School
School Dropout
Unemployment
Popular Yet Ineffective Treatments
Treatment/Intervention Effect Size
Punitive discipline -.13 to + .06
Cognitive strengths & weakness .00
Referral to outside counseling .00 to + .08
Meetings with the student .00
NOTHING GOOD FOR KIDS
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Unpopular Treatments that Work
Treatment Effect Size
Applied Behavior Analysis. + 1.00
Formative Evaluation + + 1.00
Graphing + Reinforcement
Direct Instruction & Problem + .70 to 1.50 Solving
Mentor-based support +1.00
Positive Behavioral Supports + .90
Social Skills Training + .68
Group-based contingency + .81
Token economy > .50
Kavale (2005); Marquis et al. (2000); Cook et al. (in press); Blueprints for Promising Treatments (1999)
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The Alternatives
Evidence-based Websites
• What Works Clearinghouse • SAMSHA's National Registry of Evidence-based
Programs and Practices • Best Evidence Encyclopedia (Johns Hopkins) • Promising Practices Network (PPN) • Blueprints for Violence Prevention • The Wing Institute • Florida Center for Reading Research • National Reading Panel Report • Office of Juvenile Justice and Delinquency Prevention –
Model Programs Guide • Cochrane Collaboration • Association for Behavioral and Cognitive Therapies
(ABCT) – Empirically supported treatment options
• Evidence-Based Network– Eastern Carolina University
Public Health Model: PREVENTION (e.g., diabetes, smoking, obesity)
• Tertiary (FEW) ▫ Reduce complications,
intensity, severity of current cases (manage
• Secondary (SOME) ▫ Reduce or reverse current
cases
• Primary (ALL) ▫ Prevent cases from
developing in the first place
Targeted/ Intensive
(High-risk students) Individual Interventions
(3-5%)
Selected (SOME At-risk Students)
Small Group &
Individual Strategies
(10-25% of students)
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)
Tier 3 Menu of Individual Supports for a FEW:
• FBA-based Behavior Intervention Plan
• Replacement Behavior Training
• Cognitive Behavior Therapy
•Home and Community Supports
Tier 2 Menu of Default Supports for SOME:
•Behavioral contracting
•Self monitoring
•School-home note
•Mentor-based program
•Class pass intervention
•Positive peer reporting
Tier I Menu of Supports for ALL:
• Schoolwide PBS
• SEL curriculum
• Good behavior game
• Proactive classroom
management
IN AN IDEAL WORLD:
Menu of a continuum of
evidence-based supports
If there isn’t a solid foundation of behavioral supports, then there is
likely to be too many candidates additional levels of support!
Tier 1 Supports for ALL
Targeted/ Intensive
(High-risk students) Individual Interventions
(3-5%)
Selected (At-risk Students)
Small Group or
Individual Strategies
(10-25% of students)
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)
Tier I Menu:
•Schoolwide PBS
•SEL curriculum
•Good behavior game
•Proactive classroom
management
MENU of Evidence-
based Supports
Recommended Tier 1 Program – Complementary
Services
• Schoolwide PBS ▫ Teach, model, and reinforce behavioral expectations in all
settings
• SEL curriculum ▫ Teach self-regulatory behaviors and expose students to big
picture concepts • Good behavior game
▫ Classroom-based management system • Proactive classroom management
▫ Seating, rules, instructional activities, transitions, reactive strategy
• Establishing the pysiology
Other potential screening and data
tracking programs……
• Review360
▫ Psychological Software Solutions
▫ https://www.psiwaresolution.com/pss/home/Default.aspx
• Aimsweb for behavior
▫ Pearson
▫ http://www.aimsweb.com/
• Schoolwide Information System
▫ SWIS
▫ http://www.swis.org/
Don’t smile until Christmas!
It’s not my job to teach and
manage his behavior
Useful videos
• Staff video on behavioral expectations
▫ http://www.youtube.com/watch?v=32BsjDVwdIU
• PBIS.org videos
▫ http://www.pbis.org/swpbs_videos/default.aspx
• School Tube
▫ http://www.schooltube.com/video/14b668172e174cf6a43d/Chichester-Middle-School-Positive-Behavior-Support
• Mr. Carmona Weebly
▫ http://mrcarmona.weebly.com/will-you-be-a-super-hero.html
SW-PBS Resources
• Building Effective Schools Together (BEST; Sprague, 2004)
• Effective Behavior and Instructional Supports (EBIS; Sugai et al., 2006)
• Florida Positive Behavior Support Project (Kincaid - http://flpbs.fmhi.usf.edu/)
• OSEP Technical Assistance Center - Positive Behavior Interventions and Supports (http://pbis.org/)
• MR. CARMONA'S WEBSITE
▫ http://mrcarmona.weebly.com/index.html
© 2006.
Collaborative for
Academic,
Social, and
Emotional
Learning
(CASEL).
Social Emotional Learning
• Curriculum with a scope and sequence that teaches students’ social-emotional skills
• Evidence-based strategy that results in improved mental health and academic performance
• SEL skills taught include:
• Recognize and manage emotions
• Care about and respect others
• Develop positive relationships
• Develop resiliency and optimism
• Behave responsibly and ethically
SEL Resources
• Collaborative for Social-Emotional and Academic Learning
▫ http://casel.org/
• Center on the Social-Emotional Foundations of Early Learning
▫ http://csefel.vanderbilt.edu/
• National School Climate Center
▫ http://www.schoolclimate.org/index.php
Good Behavior Game
• Group-based behavior management technique to be used at times when students are likely to engage in off-task behavior or act unruly
• 20 independent replications across different grade levels, types of students, and settings
• Prevents substance abuse, antisocial behavior, and school dropout
• Capitalizes on human nature
▫ Social influence, team cooperation and competition
Steps to implementing GBG
1. Decide time and setting to implement
2. Identify and behaviorally define inappropriate or appropriate behaviors that earn teams points
▫ Golf, football, or combined
3. Identify rewards
4. Teach the students the rules to the game
5. Play the game
GBG Resources
• GBG manual
▫ http://www.jhsph.edu/bin/i/h/gbg.pdf
• Intervention Central – GBG
▫ http://www.interventioncentral.org/index.php/classroom-mangement/131-good-behavior-game
• Hazelden Publishing - PAX Good Behavior Game
▫ http://www.hazelden.org/web/public/pax.page
Why is it more difficult to manage the
Behavior of a Group than an Individual?
• More of them and only one of you
• Difficult to please everyone at once
▫ Diverse motivations, interests, and skill levels
• Peer contagion
• People do things in the context of groups that they would never do alone
16 Proactive Classroom Management Strategies
1. Organizing a productive classroom
2. Establishing positive relationships with all students in the class
3. Positive greetings at the door to precorrect and establish a positive climate
4. Classroom rules/expectations and procedures are visible and known by every student
5. Transitions are managed well
6. Independent seatwork is managed and used when needed
7. Communicating competently w/ students
8. Teach, model, and reinforce prosocial skills
9. Teacher proximity
10. Motivation system to reward desirable behavior
11. Goal setting and performance feedback
12. Visual schedule of classroom activities
13. Effective cuing systems to release and regain attention
14. 5 to 1 ratio of positive:negative interactions
15. Smiling and positive affect
16. Frequent opportunities to respond
De-escalation Strategies
• Get yourself to calm first
• Non-threatening body posture
▫ Don’t activate fight or flight response
• Get on the student’s level
▫ Your eye’s below the student’s
• Begin with empathy or validation of feeling, reason, or motive underlying behavior
• Give the student a way out
▫ Alternative activity, “Not now, later,” “why don’t you take a break and get some water”
• Avoiding shaming, ridiculing, and/or embarrassing the student
Progressive Response to Problem Behavior:
PROMPT Method
• The aim is to begin with less intrusive and
intensive tactics and progressively use more intrusive and intensive tactics to respond to and correct the problem behavior.
• Proximity control and mobility
• Redirection tactic
• Ongoing Monitoring to reinforce desirable behavior
• Prompt desirable behavior with clear command
• Teaching interaction to deliver consequence
7 Step Teaching Interaction
1. Label the inappropriate behavior ▫ “Right now you are talking out loud and distracting other
students.” 2. Empathy statement
▫ “I understand that class can be boring and difficult, BUT” 3. Describe the appropriate alternative behavior
▫ “Instead of talking out loud, you should be working quietly on the assigned work.”
4. Provide a rationale for appropriate behavior ▫ “When you work quietly on your work, you and the other
students can get your work done, which will help you get a better grade.”
5. Check for understanding ▫ “Do you understand what you are supposed to do.”
6. Deliver consequence ▫ “Because you needed a few reminders to work quietly, you do
not get to have lunch on your own.” 7. Deliver feedback or praise
▫ “Since you accepted your consequence without arguing or getting upset, you only have to spend half of your lunch with the supervisor.”
Tier 2 Supports for SOME
Selected (At-risk Students)
Small Group
& Individual Strategies
(10-20% of students)
Adapted from:
Sprague & Walker, 2004
• The Silver Bullet
• One Size Fits All
• Interventions are found equally liked by all staff
• Too little time and not enough staff
Myths about Interventions
Laundry List of
Evidence-based Tier II Interventions
TIER II Interventions TIER II Interventions
• Mentor-based support*
▫ e.g., Check in/Check out
• Behavior contracting*
• Self-monitoring*
• School-home note system*
• Dependent group contingency (one student earns for all)
▫ First Step to Success
• Choice-making
• Progress monitoring combined with rewarding goal attainment*
• Class Pass Intervention* • Social skills training • Positive Peer Reporting • Academic intervention to
address skill deficit • Noncontingent
Reinforcement* • Overcorrection
Matching Students to Tier 2
Interventions
• Tier 2 intervention are less effective when educators haphazardly assign them to students
• Rather, educators must ask: what Tier 2 intervention is likely to be most effective for particular students?
▫ Matching characteristics of the student to characteristics of the intervention
• Student Intervention Matching Form (SIM-Form)
Active Ingredients
• Just like a good cooking recipe, Tier 2 interventions involve certain ingredients that must be present in order to produce successful behavior change
• Educators, therefore, must be aware of the active ingredients that must be in place to make a particular Tier 2 intervention effective
Behavioral Contract
130
• Process of negotiating an agreement between staff and a student so each party receives some benefit or payoff
▫ Teacher benefits by improved student behavior
▫ Student benefits by earning something based on good behavior
• Components of behavioral contract:
▫ Description of the desired, expected behaviors to be performed
▫ Goal statement specifying by when, what behavior, and under what conditions reward will be earned
▫ Identification of the reward(s) to be earned (i.e., The Pay-Off)
▫ Signatures from all parties involved
▫ Teacher precorrects and prompts student on daily basis using the behavior contract
Behavior Contract:
Student Characteristics • Designed for students who respond well to
school-based incentives
▫ Eager to earn rewards, special privileges, and/or recognition from others
• Students who dislike particular academic subjects and could benefit from receiving extrinsic reinforcement (i.e., pay-off)
• Students who could benefit from receiving precorrection and prompting
Behavior Contract:
Active Ingredients 1. Negotiated agreement or brokered deal to
increase student buy-in
2. Focus on positive behaviors teachers want to see in the classroom (i.e., those behaviors that are incompatible with problem behavior)
3. Positive reinforcement for meeting goal
4. Teacher follows up with daily pre-correction and prompting
▫ Pulling out the contract and reminding the student of the behavior and reward to be earned
▫ At the first warning signs of problem behavior, prompting the student
Empirical Support for Behavioral Contracting
• Miller, D.L., & Kelley, M.L. (1994). The use of goal setting and contingency contracting for improving children’s homework performance. Journal of Applied Behavior Analysis, 27, 73-84.
• Allen, L.J., Howard, V.F., Sweeney, W.J., & McLaughlin, T.F. (1993). Use of contingency contracting to increase on-task behavior with primary students. Psychological Reports, 72, 905-906.
• Mruzek, D.W., Cohen, C., & Smith, T. (2007) Contingency contracting with students with autism spectrum disorders in a public school setting. Journal of Developmental and Physical Disabilities, 19, 103-114.
• De Martini-Scullly, D., Bray, M.A., & Kehle, T.J. (2000). A packaged intervention to reduce disruptive behavior in general education students. Psychology in the Schools, 37, 149-156.
• Beidel, D.C., Turner, S.M., Taylor-Ferreira, J.C. (1999). Teaching study skills and test-taking strategies to elementary school students: The Testbusters program. Behavior Modification, 23, 630-646.
133
Mentor-Based Support:
Check in/Check Out or CCE
• Assignment of a mentor who provides unconditional positive regard and feedback on a daily basis
• Implementation of multiple components: • Behavioral momentum (i.e., getting the day off to a good
start) • Precorrection (i.e., cutting problems off before they
start) • Performance feedback (i.e., letting the student know how
s/he is doing) • Positive reinforcement (i.e., recognizing and rewarding
the student) • Goal specification and attainment (i.e., increasing
student’s motivation and awareness of behavior)
Morning check in with mentor
End of day check out with mentor
Teacher evaluation and ongoing
feedback
Parent Check In upon arrival home
Mentor-Based Support Basic Sequence of Structured Mentoring
135
• Positive greeting
• Check for school readiness
• Cutoff problems before
• Reminder of expected
behaviors
• Talk about reward to be
earned
• Give student monitoring chart
• Teacher monitoring
• Prompts to engage in
expected behavior
• Reminder of reward to be
earned
• Positive greeting
• Deliver
praise/reward
• Provide
nonjudgmental
feedback
• Deliver consequences
at home based on
behavior at school
• Provide encouragement
for a better day tomorrow
Mentor-Based Support:
Student Characteristics
• Students who respond well to adult attention
• Students who could benefit from having a positive adult role model outside of the home
• Students who could benefit from receiving daily encouragement and feedback to improve behavior and school performance
• Students who have been involved with negative interactions with teachers and administrators (punitive discipline)
Mentor-Based Support:
Active Ingredients
1. Assignment of an adult mentor who the student likes or doesn’t mind meeting with
2. Unconditional positive regard (mentor does not get involved with discipline)
3. Daily contact with the student in the morning and afternoon
▫ Encouragement, precorrecting problems, feedback
4. Progress monitoring form to serve as a basis for performance-based feedback
5. Positive reinforcement for improved behavior ▫ Praise, public recognition, access to desired privileges/rewards
Empirical Support
for Mentor-based Support • Todd, A.W., Campbell, A.L., Meyer, G.G., & Horner, R.H. (2008).
The effects of a targeted intervention to reduce problem behaviors: Elmentary school implementation of Check in-Check out. Journal of Positive Behavior Interventions, 10, 46-55.
• Hawken, L.S., MacLeod, K.S., & Rawlings, L. (2007). Effects of the Behavior Education Program on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9, 94-101.
• Filter, K.J., McKenna, M.K., Benedict, E.A., Horner, R.H., Todd, A.W., & Watson, J. (2007). Check in/Check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education & Treatment of Children, 30, 69-84.
• Lehr, C.A., Sinclair, M.F., & Christenson, S.L.(2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the Check & Connect Model. Journal of Education for Students Placed at Risk, 9, 279-301.
138
Self-Monitoring
139
• Intervention designed to increase self-management by prompting the student to self-reflect on performance and self-record behavior on a chart
• Two main components: Self-reflection (reflection of behavior over a certain
amount of time)
Self-recording (marking down on the chart whether behavior met or did not meet expectations)
• Teacher performs periodic honesty checks
Limbic System
Responsible for:
• Emotions and motivations such
as fear, anger, and sexual
drive.
• Pleasure and satisfaction
seeking
• Fight, flight, freeze (survival
responses)
Prefrontal
cortex
Responsible for:
• Stop to think before acting
• Weighing the consequences
• Self-regulation of emotions
• Decision making
• Orientation towards the future
6/15/2012 LOUISIANA STATE
UNIVERSITY
142
Self-Monitoring:
Student Characteristics
• Students who lack self-regulation or management
• Students who engage in relatively frequent rates of problem behavior
• Students who could benefit from reminders or prompts to stay on task and engage in desired, expected behaviors
Self-Monitoring:
Active Ingredients 1. Identification of behaviors to self-reflect upon
and self-record on a chart
2. Development of a self-monitoring chart that the students uses to record his/her behavior
3. Device or natural break that prompts the student to self-reflect and self-record behavior
4. Train the student (tell-show-do)
5. Positive reinforcement component attached to self-monitoring chart (increases the value or meaning of self-reflection and recording)
6. Teacher conducts periodic honesty check
Self-monitoring Technology
146
Empirical Support
for Self-Monitoring Interventions
• Rock, M.L., & Thead, B.K. (2007). The effects of fading a strategic self-monitoring intervention on students’ academic engagement, accuracy, and productivity. Journal of Behavioral Education, 16, 389-412.
• Gureasko-Moore, S., DuPaul, G.J., & White, G.P. (2007). Self-management of classroom preparedness and homework: effects on school functioning of adolescents with Attention Deficit Hyperactivity Disorder. School Psychology Review, 36, 647-664.
• Petscher, E.S., & Bailey, J.S. (2006). Effects of training, prompting, and self-monitoring on staff in a classroom for students with disabilities. Journal of Applied Behavior Analysis, 39, 215-226.
• Peterson, L.D., Young, K.R., Salzberg, C.L., West, R.P., & Hill, M. (2006). Using self-management procedures to improve classroom social skills in multiple general education settings. Education & Treatment of Children, 29, 1-21.
• Crawley, S.H., Lynch, P., & Vannest, K. (2006). The use of self-monitoring to reduce off-task behavior and cross-correlation examination of weekends and absences as an antecedent to off-task behavior. Child & Family Behavior Therapy, 28, 29-48
147
School-Home Note System
148
• Intervention designed to improve the communication and consistency of practices between school and home environments
• Involves training parents to deliver consequences at home based on their child’s student’s behavior at school
• Parent can share information with school about outside stressors that may be impacting student behavior at school
School-Home Note Decision Tree BEHAVIORAL GOAL MET
YES - GOAL MET NO - GOAL UNMET
CELEBRATE YOUR CHILD’S
SUCCESS ENCOURAGE YOUR CHILD TO
HAVE A BETTER DAY
TOMORROW (discipline)
• Celebrating the child’s success (aim is to create positive contrast by making the child’s life more exciting, pleasurable, and/or fun) ▫ Access to privileges
Computer time, video games, talking on the phone, staying up later, hanging out with friends, TV time
▫ Reward with item or activity
Buy-out of chore, money, invite friend over, play outside, after dinner dessert, playing with toys, etc.
▫ Praise and positive recognition
• Encouraging a better day tomorrow (aim is to create negative contrast by making the child’s life boring, unpleasant, or introducing nothing) ▫ Loss of privileges
Removal of TV time, computer, video games, playing outside, talking on the phone, or anything else that is considered to be fun
▫ Task-based grounding
Have the child perform chores that are outside of typical responsibilities
Grounded until the chore or chores are completed
Consequences Delivered by Parents
School-Home Note:
Student Characteristics
• Students whose parents are open and willing to join forces with the school to improve the student’s performance in school
• Students who are unaffected by typical school-based disciplinary consequences
• Students whose parents could benefit from learning skills
• Students who could benefit from consistency across school and home environments
School-Home Note:
Active Ingredients 1. Development of a school-home note that captures student
behavior and communicates with parents
▫ Student behavior section, teacher communication section, parent response to note section, parent communication section, & signatures
2. Brief parent training that consists of teaching parents how to translate the information on the school-home note into effective parenting strategies
▫ Goal met = celebrating success
▫ Goal unmet = encouraging a better day tomorrow
3. Ensuring that parents are receiving the note & following through
▫ Paper, email, phone call, face-to-face
Empirical Support
for School-Home Note System
• Kelley, M.L. (1990).School-home notes: Promoting children’s classroom succes. New York, NY: Gilford Press.
• McCain, A.P. & Kelley, M.L. (1993). Managing the classroom behavior of an ADHD preschooler: The efficacy of a school-home note intervention. Child & Family Behavior Therapy, 15, 33-44.
• McCain, A.P., & Kelley, M.L. (1994). Improving classroom performance in underachieving preadolescents: The additive effects of response cost to a school-home note system. Child & Family Behavior Therapy, 16, 27-41.
• Ascher, C. (1988). Improving the school-home connection for poor and minority urban students. The Urban Review, 20, 109-123.
153
Class Pass Intervention
• Intervention designed for students who exhibit disruptive classroom behavior that interferes with their and other students’ ability to learn
• Students are given class passes and taught how to appropriately request a break by issuing a class pass
• Students can choose to hold on to the class passes in order to exchange them for an item, activity, or special privilege
• It works because students: ▫ Can exercise choice by requesting a break with class pass
▫ Tolerance for academic work is increased
▫ Are able to earn access to desired reward/activity based on staying in the presence of the difficult, boring, or frustrating academic task
Class Pass Intervention:
Student Characteristics
• Students who engage in classroom behavior problems only
• Students whose academic skills are low and are likely to engage in escape-motivated disruptive classroom behaviors
• Students who have a low tolerance for engaging in academic work
• Students who appear to become frustrated when working on academic tasks
Class Pass Intervention:
Active Ingredients
1. Develop the actual class passes to be used
2. Determine the number of class passes and length of time the student can break for
3. Identify the location for the break (desk, in the classroom, outside of the classroom)
4. Identify the items, privileges, or activities that can be earned and the number of class passes needed for each one
Example of a Class Pass
Name: ________________ Time: __________ Where to?: ___________________ Initial: __________
# ______
______________________________
Guidelines for Class Pass:
If you use the pass… 1. Choose a time when you need to step out of the class. 2. Fill out one of your passes. 3. Show pass to teacher. 4. Walk to ____________________. 5. Have adult where you walked initial pass on your way back to class. 6. Enter class quietly. 7. Join classroom activity.
If you save the pass… Earn a reward!!!!!!!
FRONT BACK
Tier III Supports for FEW
Targeted/ Intensive
(High-risk students) Individual Interventions
(3-5%)
Selected (At-risk Students)
Small Group or
Individual Strategies
(10-25% of students)
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)
Tier 3 Menu:
• FBA-based Behavior Intervention Plan
• Replacement Behavior Training
• Cognitive behavior skills training
• Home and community supports
MENU of Evidence-
based Supports
Effective FBA-Based Behavior
Intervention Plan
1. Conduct the functional behavior assessment
2. Pathway chart the information gleaned from the functional behavior assessment
3. Write the behavior intervention plan based on the pathway chart
4. Score the behavior intervention plan using the BSP-QE
5. Implement the behavior intervention plan with fidelity
6. Track student progress in response to the plan
Negative
Reinforcement: Escape/avoid/reject
undesired situation (i.e.,
make something annoying
stop)
Positive
Reinforcement: Get or obtain something
preferred or desired
Function of Behavior
161
Steps to Conducting an FBA
1. Conduct functional assessment interviews with people most familiar with the behavior problems
2. Administer questionnaire to cross validate findings from interviews
Develop initial hypothesis statement
3. Conduct direct observations
4. Develop hypothesis statement linking antecedents, behavior, and maintaining consequences
5. If necessary, conduct experimental analysis of behavior
Advanced Behavior Management
first fifth
Setting Events Must be periodic, Not continuous! sixth
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Desired Alternative
Typical Consequence
Summary Statement
Order of Team Discussion
seventh
Acceptable Alternative
second third
fourth
Setting Events Triggering Antecedents
Maintaining Consequences
Problem Behavior
Peer conflict Asked to do difficult
Assignment w/o assistance.
Refuses to
follow directions,
swears, hits if confronted,
Avoids tasks w/o assistance,
Desired Alternative
Typical Consequence
Points, grades, sports eligibility more work.
Do solo work w/o
complaints.
Summary Statement
Functional Acceptable Alternative
Caesar
Setting Events Triggering Antecedents
Maintaining Consequences
Problem Behavior
Peer conflict Asked to do difficult
Assignment w/o assistance.
Refuses to
follow directions,
swears, hits if confronted,
Avoids completing tasks w/o assistance
Desired Alternative
Typical Consequence
Points, grades, sports eligibility more work.
Do solo work w/o
complaints.
Functional Acceptable Alternative
Ask to receive help or for a break until
help can come.
Caesar
Summary Statement
Setting Events Triggering Antecedents
Maintaining Consequences
Problem Behavior
Lack of peer contact for 30
minutes.
Sitting next to preferred
peers.
Talking Off Task
Get Peer Attention.
Desired Alternative
Typical Consequence
.
Acceptable Alternative
Aaron
Summary Statement
Advanced Behavior Management
Setting Events Triggering Antecedents
Maintaining Consequences
Problem Behavior
Lack of peer contact in 30
minutes.
Sitting next to preferred
peers.
Talking Off Task
Get Peer Attention.
Desired Alternative
Typical Consequence
Points, grades
Work and finish
assignment.
Acceptable Alternative
Aaron
Summary Statement
Advanced Behavior Management
Setting Events Triggering Antecedents
Maintaining Consequences
Problem Behavior
Lack of peer contact for 30
minutes.
Sitting next to preferred
peers.
Disrupting class by talking
Off task
Get Peer Attention.
Desired Alternative
Typical Consequence
Points, Grades
Work and finish
assignment.
Work quietly on task
with buddy
Acceptable Alternative
Aaron
Summary Statement
Behavior Support Plan Components:
• Prevention Strategies (upper path) ▫ Modify setting events and antecedents (i.e., triggers), to reduce
the likelihood that the problem behavior will be activated and increase the likelihood that an appropriate alternative skill will be used.
• Teaching Strategies (lower and upper path) ▫ Teach the appropriate alternative replacement behaviors, both
general and FERB
• Consequence Strategies-Desired Behavior (upper path) ▫ Maximize the use of positive consequences to strengthen the
use of appropriate skills and reduce the occurrence of problem behaviors.
• Consequence Strategies-Problem Behavior (middle to lower) ▫ Prompt replacement behavior (divert to lower path) , handle
the problem safely, debrief, problem solve or corrective practice following problem, and specific use of school wide consequences if appropriate and required (middle path)
Cognitive-Behavioral Therapy
• The way a student feels and behaves is influenced by the way she thinks about and perceives her experiences ▫ Faulty thoughts – lead to faulty feelings – which
lead to faulty behaviors
• Evidence-based form of therapy based on a
model suggesting that psychological disorders involve dysfunctional thinking and poor emotion regulation
171
Typical child
Darn it! I
stepped in
dog poop. I
better clean it
off so I can go
to school.
Depressed child
Of course, I step
in dog CRAP.
How symbolic. I
can’t do
anything right. I
am a piece of
crap.
Anxious child
OMG! This is
horrible! I can’t
go to school.
Everyone will
call me stinky
dog poop boy!!!
Aggressive child
@#$%# dog!! I
bet the owner
made the dog
poop here on
purpose. If I saw
the owner, I’d
kick his butt.
Child with ADHD
Hmmm..something felt squishy. Oh look
at that bird.
The Cognitive Behavioral Model
Situation
Thoughts &
Meaning Making
Reaction
(Emotional, Behavioral and Physiological)
Consequences
(Perceived and actual)
CBT Components
• Behavioral activation
• Contingency management
• Social skill building
• Exposure to emotion
provoking stimuli
• Response prevention
• Performance feedback
• Action planning
• Exercise
• Cognitive restructuring
• Disputing faulty thoughts
• Problem-solving strategy
• Increase accuracy of
interpretation of social cues
• Awareness training
• Mindfulness
• Value/goal clarification
Behavioral Components Cognitive Components
Home and Community Supports
• Incredible Years Project
▫ Carolyn Webster-Stratton
• Multisystemic Therapy
▫ Henggeler
• Living with Children
▫ Gerald Patterson
• Triple P Parenting
▫ Matthew Sanders
• Families and Schools Together (FAST)
▫ Lynn McDonald
